I am a Harvard-trained science educator with over twenty years of experience teaching and tutoring students in biology, AP Biology, honors science, physical science, and physics. I hold a Master of Education from Harvard University with a focus on STEM education and curriculum design, as well as a Bachelor of Science in Biological Sciences. Over the course of my career, I have taught students ranging from middle school through college, including AP-level learners preparing for high-stakes...
I am a Harvard-trained science educator with over twenty years of experience teaching and tutoring students in biology, AP Biology, honors science, physical science, and physics. I hold a Master of Education from Harvard University with a focus on STEM education and curriculum design, as well as a Bachelor of Science in Biological Sciences. Over the course of my career, I have taught students ranging from middle school through college, including AP-level learners preparing for high-stakes exams and students who simply need extra support building confidence and foundational understanding.
Most of my professional work has taken place in one-on-one and small-group settings within independent schools, online classrooms, and individualized tutoring environments. I served for more than a decade as a Science Department Chair and AP Biology teacher, where I worked closely with students of varied learning styles and academic goals. I have extensive experience tutoring adolescents and young adults, helping them improve grades, prepare for AP exams, strengthen lab and problem-solving skills, and develop effective study strategies. My teaching approach is student-centered, patient, and highly adaptive. I rely on clear explanations, questioning strategies to check for understanding, and real-world examples to make complex scientific ideas approachable.
In tutoring sessions, I focus on helping students truly understand the “why” behind the content rather than memorizing answers. I regularly adjust my methods based on student feedback and performance, whether that means slowing the pace, using visuals or analogies, or revisiting prerequisite concepts. My goal is not only to improve immediate academic outcomes, but also to help students become more confident, independent learners who feel capable tackling challenging material on their own.
